Ludmila A. Safonova

The urgency of the problem under study is determined by the fact that the development of digital technologies has led to the ubiquity of geographic information systems (GIS) in the form of web services (web GIS), which significantly expand the opportunities of solving user problems. At the government level, the task is to create an infrastructure that contributes to the introduction of achievements in the field of geoinformatics into educational processes. In the face of growing demand for web applications with integrated mapping functions, there is a need to train specialists who have competences in the field of creating such products. Traditional web developer training programs often do not pay enough attention to the integration of GIS technologies, which creates a gap in training for the modern needs of the IT market. The aim of this work is to study the feasibility of introducing GIS technologies into the educational process of training specialists in the field of creating web applications. The article is aimed at demonstrating the potentials of using GIS in web development, describing the main stages and tools for integrating cartographic functionality, as well as providing recommendations for choosing suitable solutions depending on the specifics of the project. Leading research approaches include: an analytical approach to studying the capabilities of GIS in relation to the development of web applications and the analysis of tools for integrating mapping functionality into web applications (Yandex Maps API, OpenLayers, Leaflet.js, Google Maps API). The main results of the study include: representation of the potential of GIS in the creation of modern web applications; description of key stages of mapping services integration into web pages; benchmarking mapping tools for web development. The theoretical significance of the article lies in the systematization of knowledge about the application of GIS technologies in the context of web development and justifying their importance for modern education. Practical importance lies in providing specific recommendations for the implementation of GIS in the educational process for the training of web developers. Code examples and comparative analysis of tools will help students develop practical skills in working with map services, and developers integrate GIS functionality into their projects. The article can serve as a basis for the development of methodological materials, and will also help in choosing GIS services when implementing web projects.

Within the framework of education informatization, a wide range of digital tools is used, among which there are computer modeling tools that allow us not only to study the theoretical foundations, but also to try the knowledge gained in practice. The relevance of the study is determined by the need to use modeling programs for the design and simulation of digital logic circuits for training university students in the field of computer system architecture. This allows the visual representation of digital circuits, creating and testing them in real time, which helps to better understand how logic elements and the more complex models made up of them work. The aim of this study was to examine the effectiveness of using the tool Logisim for developing and simulating digital logic circuits in classes on computing system architecture. An extensive library of logic elements and diagrams is available in it. Logisim allows users to run simulations of their circuits in real time. Users can import and export circuits in a variety of formats, making it easier to collaborate and share projects. The main approaches to the study were the analysis of the works of Russian and foreign researchers related to the use of virtual laboratories for modeling and studying digital circuits of electronic devices, as well as statistical analysis of the results obtained with the use of the Logisim program. In addition, the research materials are based on the experience of teaching computer architecture by the authors. The main results of the study include: description of the functionality of the Logisim digital logic design and modeling tool; demonstration of the stages of design and simulation of digital circuits using it; definition of criteria for assessing the quality of the Logisim program. The results of the study showed that the capabilities of Logisim were highly appreciated by students using it in practical classes on studying the architecture of computing systems. The theoretical significance is represented by the developed criteria for assessing the quality of the software product. The practical significance is determined by the description of the capabilities and the assessment of the quality of the Logisim program: its reliability, the presence of the necessary components and functions for modeling objects of the subject area, as well as accessible and understandable reference documentation are noted.

The organization of the educational process at a pedagogical university is carried out in accordance with regulatory documents: the professional standard of a teacher and the Federal State Educational Standard of higher education. The relevance of the article is determined by the need to find ways to train a teacher, including the acquisition of both theoretical knowledge and practical skills. A solution to this problem could be found by using practice-based tasks. The purpose of this article is to analyze the problem of preparing a bachelor of pedagogical education for the use of digital educational resources in future professional work and to justify the effectiveness of using the developed methodological approaches to its solution. The potential of digital educational resources in the implementation of the currently most popular digital learning technologies are revealed. In connection with the transition to the core of pedagogical education, the country’s universities have included unified disciplines in their curricula for 75% of study time. One of them is the discipline “Digital Education Technologies”, which belongs to the communicative and digital module of the curriculum for preparing bachelors of Pedagogical Education. The research methods used were analysis of the content of the core of pedagogical education, as well as methodological recommendations on the problems of teaching this discipline. It was found that researchers did not pay due attention to digital educational resources, despite the fact that one of the four sections of the discipline is devoted to them in the core of pedagogical education. As results, the article presents two laboratory works aimed at developing universal and general pedagogical competences related to the assessment and application of information technologies in professional activities. The content of the theoretical part of the laboratory work is revealed, with attention being focused on students’ deep understanding of the potential of digital educational resources and the effectiveness of their use. The practical part is described, the basis of which consists of analytical tasks for searching and analyzing information and practice-oriented tasks for independent development of materials.